Service-learning is an educational innovation in schools and colleges across the United States of America (Billig & Waterman, 2013). Scholars agree that service-learning is defined as a form of experiential learning centered around community service (Celio, Durlak, & Dymnicki, 2011; Fertman, 1994; Shumer, 1994; Shumer & Belbas, 1996). Therefore, the focus of the student's research emerges from the curriculum with a commitment to focusing the work on community efforts (Billig & Waterman, 2013). Service-learning shows promise for strengthening a student's civic responsibility (Seider & Novick, 2012). Minimally, if service-learning is introduced to college students in the classroom it gives them the opportunity to develop compassion and interest in social problems that cultivate traits of personally responsible citizens over time (Prentice, 2007). This phenomenological research study determined the student outcomes of the diverse service-learning course offerings at Point Park University. The study found relationships between the different service-learning models that were offered at university and how they support the growth of the following civic engagement outcomes. This study focused on how service-learning models develop social capital differently and how that affects civic engagement outcomes (Putnam, 2000). The researcher interviewed Point Park University undergraduate and graduate students enrolled in a course within the past four years with a service-learning component that fits within the four models, "pure" service-learning, discipline-based service-learning, community-based action research, and service internship (Enos & Troppe, 1996; Heffernan, 2001). Service-learning is an educational pedagogy dependent on building community, forming relationships, and creating opportunities to take action in and outside of the classroom. The study reveals that there are opportunities to strengthen service-learning at Point Park University by increasing accessibility of community engaged courses, building collaborations within the university, and establishing community partnerships to continue creating opportunities for civic engagement on campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]